|


Javier Aguilar
V Mark Warschauer is a major scholar in
the field of technology and learning.

V He is the author of eight books and more

than 100 scholarly papers on topics related
to technology use for language and literacy
development, education.
V î
 
 
 
.

V   

 

  


V 
  

.

V  



 
 




 .

V î
 
 
 
.
VV
 


 
 
 


 

V 
 

 




V 
 



V  



V  
 

V G
es  the C uter in
anguage
earning
and teaching:
V  computer as tut r for language drills or skill
practice
V  computer as a t
for writing, presenting,
and researching
V  computer as a ediu of global
communication



 

V 


V  


V 

Mu
tiedia,
The Internet)
V ¦ehavioristic CALL

In this phase, which was conceived in the 1950s and

implemented in the 1960s and 1970s, the computer played
the role of tut r, serving mainly as a vehicle for delivering
instructional materials to the learner.

V A computer is used as a tutor, presenting material

and feedback on an individualized basis, allowing
students to proceed at their own pace and freeing
up class time for other activities.
V C unicative CALL

In this phase, which became prominent in the 1970s and

1980s, the computer continued to be used as a vehicle for
practising language skills, but in a nondrill format and with
a greater degree of student choice, control and interaction.

V Characteristics:

V Grammar is taught implicitly rather than explicitly.

V Computers are used to stimulate discussion, writing or critical

thinking. Students are encouraged to generate original utterances
rather than just manipulate prefabricated language.

V The programs avoid telling students that they are wrong and are
flexible to a variety of student responses.

V Computers are used as a tool (e.g., word processors, spelling and

grammar checkers, and concordancers) and the target language is
used exclusively.
V Integrative CALL

V This phase was marked by the introduction of two important

innovations:

V Mu
tiedia: Multimedia CALL began to make an impact in the

late 1980s and was well established by the mid1990s. The
introduction of multimedia CALL meant that reading, writing,
speaking and listening could be combined in a single activity, with
the learner exercising.

V The Internet. The earliest public manifestation of the Internet was

in the 1970s .The Internet, especially the Web (which is a subset
of the Internet), brought numerous advantages, building on
multimedia technology and in addition enabling both
asynchronous and synchronous communication between learners
and teachers.
V Tyes  CALL Activities

V multiplechoice & true/false quizzes

V  gapfilling exercise/cloze
V  matching
V  reordering/sequencing
V  crossword puzzles
V  games
V  simulations
 
  

V Judge redeterined rightorwrong answers, e.g., multiple choice and fillin
theblanks

V udge unexected inut

V Engage
earner in rich neg tiati n  eaning characteristic  ace-t -ace

interacti n

V M tivate task ersistence ‡Gec rd
earner¶s writing, seech, and
earning

r gress

V M tivate deth and qua
ity  engageent characteristic  huan

interacti n

V ërovide iediate, yet ixed, feedback, suggestions, and encouragement

V ër vide individua
ized eedback bey nd a redeterined
ist  essages

V ërovide authentic information through u
tiedia  texts, iages, s unds,

vide s, and aniati ns
 
  

Judge redeterined rightor
wrong answers, e.g., multiple
choice and fillintheblanks
ërovide iediate, yet ixed,
feedback, suggestions, and
encouragement
ërovide authentic information
through u
tiedia  texts,
iages, s unds, vide s, and
aniati ns
Motivate task ersistence
‡Gec rd learner¶s writing,
speech, and learning
progress
Judge unexected inut
ërovide individua
ized
feedback bey nd a
redeterined
ist of
messages
Engage learner in rich
neg tiati n  eaning
characteristic of facetoface
interaction
Motivate deth and qua
ity
 engageent
characteristic of human
interaction